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The main reason for the research significance is misconceptions arising in the field when implementing Sekolah Penggerak Program, which started in 2021. Thus, the objectives of this study are to describe programs for enhancing exceptional human resources, and to explore the Kurikulum Operasional Satuan Pendidikan (Education Unit Operational Curriculum), and the Merdeka Curriculum learning. Four elementary schools in Indonesia's urban and rural areas served as the research unit for analysis, which used a qualitative comparative case study design. The results demonstrate that the programs of the Ministry of Education, Culture, Research, and Technology for improving human resources, which includes training and mentoring, have a favourable effect on both rural and urban primary schools. However, only one out of four schools examined the context of the educational unit while creating education unit operational curriculum documents, and every school simply used education unit operational curriculum as a prerequisite for administrative fulfilment. Based on the available components, all teachers developed teaching modules for the Merdeka Curriculum. It was found, nevertheless, that the students were not genuinely exposed to the content of these modules.

Purpose: To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology: Semi-structured, in-depth focus group discussions with student teachers were conducted employing a phenomenological research design using Colaizzi's approach. Eight groups of student teachers participated in the focus group discussions (FGDs). Each group comprised five students, with 40 participants in total. Findings: According to the findings, student teachers often struggle with the practical realities of teaching in public school and real-world scenarios instead of controlled training environments. Additionally, teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. The study also emphasized the need to enhance the teaching and learning setting through digital tools. Significance: This study provides important insights into the obstacles and potential for improving teacher education quality in the Philippines and expanding the teaching practice program.

This qualitative case study explored the professional and personal growth benefits for women faculty who engage in mentoring relationships at a historically black college or university (HBCU). Data were collected using one-on-one interviews with full- and part-time women faculty members who served as research participants. The participants provided data about their experiences with mentoring, including details such as the frequency of their meetings with mentoring partners, the preferred method of communication, and the areas of support resulting from the mentoring relationship. Findings indicated that mentoring relationships positively enhanced the experience for women faculty teaching in full-time or adjunct positions in higher education. Mentoring relationships provide support, guidance, and even retention of the mentee. The findings also suggested the importance of structured mentoring programs developed and supported by universities for women faculty.

In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers' observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.

The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.

The initial training of future teachers in pre-primary and primary education is of major importance for the quality of education of pre-school and early school-age children. It involves preparing students, for a teaching career and involves both theoretical training and practical introduction to teaching. The practical part of training is done usually in partnership of university institutions, with the schools of practice. Concerns about the different aspects of practice are visible in studies looking at how the practice programs are conceptualised, run, organised, and evaluated, from the perspectives of people involved: student, mentor, and university coordinator. Trying to understand how practicum is done within the frame of interinstitutional collaboration and shared responsibility, drawing on the theory of the third space, a systematic literature review was conducted to answer: How is the pedagogical practice of future primary and pre-school teachers researched from the perspective of the coordinator-student-mentor triad? 96 studies were selected, based on criteria related to issue researched, methodology used, categories of participants in the study, and results obtained. The analysis showed that most of the studies are qualitative, with relatively small numbers of subjects, most frequently students. The findings reflect the impact of the practice on each category of partners and the various facets of collaboration between those involved, as well as highlighting areas that the research did not fully address and require further investigation. The findings also highlight aspects to be considered for the further improvement of the teaching practice part of the initial teacher training programs.

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide. Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study. Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method. Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs' learning experiences. Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge. Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

In this study, the impact of training supported by the TUBITAK 2237-A Grant Program for Scientific Training on the self-efficacy of pre-service science teachers (PSSTs) in implementing the constructivist approach and delivering distance education (DE) was investigated. The research employed a single-group pretest-posttest experimental design, a quantitative research design. The study's population comprised PSSTs enrolled in science teaching programs across 27 universities in Turkiye, with a sample of 32 preservice teachers selected through criterion sampling. Data were collected using the distance education competence scale and self-efficacy scales for applying the constructivist approach. The analysis involved both descriptive and statistical methods. The results revealed a significant enhancement in the self-efficacy of PSSTs in both distance education delivery and the application of the constructivist approach through the online education. This improvement was attributed to the direct experiences and mentor support gained during the training program, as discussed in the study.

Colleges are becoming increasingly diverse, including strengthening representation of students with disabilities in STEM (Science, Teaching, Engineering, and Math) fields; however, representation still lags behind national trends. To adapt to this changing demographic and improve representation, STEM college professors must be prepared to grant equitable access to the STEM curriculum and enhance scientific communication skills. This practice brief outlines how a college science faculty applied the Universal Design for Learning (UDL) framework to improve scientific communication skills equitably among college students with diverse needs during a 10-week NSF-REU (National Science Foundation -- Research Experiences for Undergraduates) at the host institution summer program during the COVID-19 pandemic. It also provides recommendations for supporting students with disabilities (i.e., chronic illness, chronic pain, depression, anxiety, and attention deficit hyperactivity disorder [ADHD]), which may have been exacerbated by the COVID-19 pandemic. Applying the UDL framework increased student confidence in applying the scientific method and led to gains in students' perception of their ability to use their skills to solve scientific problems. STEM faculty can use the lessons outlined in this work to develop inclusive and accessible STEM programs. Moreover, this work highlights the need for STEM faculty to involve Disability Services coordinators as active members in research programs to ensure equity and inclusion.

Higher education institutions in Japan are increasingly focused on supporting students with developmental disorders, but these individuals still face daunting challenges. Although research has demonstrated the positive effects of peer support on student socialization and academic performance, few studies have examined the perspectives or experiences of peer supporters. In this qualitative study at a medium-sized Japanese national public university, we conducted semi-structured interviews with five students employed by the school to provide formal, structured support, and seven students who provided informal, "natural" support to peers with autism spectrum disorder or attention-deficit/hyperactivity disorder. Results indicate that both groups of supporters perceived difficulties and benefits associated with their respective forms of support, and that higher education institutions need to provide more training and education to enhance supporters' understanding of developmental disorders, as well as supervision for students acting as supporters.

Research has shown that school leaders' engagement in teacher induction is vital for establishing supportive school structures and conditions that are conducive to successful socialization and long-term sustenance of newly qualified teachers (NQTs). In Malta, the problem of teacher recruitment and a growing attrition rate is becoming very acute. This article describes findings from an exploratory qualitative study that examined the perceptions of five heads of schools regarding their engagement in the induction and mentoring programs that have been designed to support NQTs in Malta. The findings describe the ways through which the heads of school support NQTs and their advice for new heads of schools working with NQTs. The article offers a discussion of research results in relation to the extant literature and concludes with implications for practice and further research.

The purpose of this study is to investigate challenges and tensions encountered by university supervisors working with student teachers in dual language immersion (DLI) settings. Despite the growth of Utah's statewide DLI program, Utah university teacher programs have few faculty members familiar with the partner cultures and languages of Utah's DLI model. Drawing from a larger multiple case study, this study examines three non-Chinese university supervisors' written reflections and focus group transcripts during supervision in Chinese DLI classrooms. Findings suggest the challenges and tensions encountered by these supervisors were not just cultural in nature; at times, university supervisors were unfamiliar with the DLI model and/or unsure of whether challenges were products of cultural differences, the DLI program, or other influences.

This study explored 8 high school science teachers' experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration of the program allowing teacher participants to become active members of research. Results showed that participants used three major lenses to understand their research experience: "self as educator," "self as learner," "self as researcher." The use of overlapping lenses provided participants with the impetus to change beliefs about science and research practices in their classrooms. Ample time and collaboration in professional development is critical to changes in beliefs about science instruction.

Rural school principals in Tennessee face serious challenges in leading their schools, including isolation, high turnover, and a lack of instructional leadership skills. Facilitated by a state university, the Tennessee Rural Principals Network (TRPN) was developed to provide professional learning opportunities for rural school principals. The purpose of this study was to explore the perceptions of principals in rural schools who participated in the TRPN during the years 2019-2021 (n = 133). The study used a basic qualitative research design with semi-structured interviews of 12 participants. Through our data analysis, key learning strengths and challenges were identified and organized under the codes of learning needs, coaching, mentoring, and networking. From these categories, we developed three themes: (a) sharing and collaborating through networks; (b) building capacity through mentoring and coaching; and (c) addressing the learning needs of principals in a rural context. Findings revealed that principals were pleased with the network and felt it helped them better navigate their roles as rural principals by providing the tools to develop best practices and a network to share ideas and resources.

The study examines data from surveys and interviews with teacher candidates and local education mentors at a Midwestern university who were involved in a Grow Your Own program; this article focuses on results for the teacher candidates. Using data based on demographics, financial need, and academic performance, the researchers identified eight educator preparation candidates from under-represented backgrounds. Each teacher candidate was invited to receive an academic scholarship of $1,500 per semester for two terms, fall 2022 and spring 2023, with the understanding each scholarship recipient would be paired with a university mentor and an in-district mentor from one of two rural school districts with close proximity to the Midwest university. Teacher candidates were required to attend introductory meetings, professional learning, and culminating sessions in order to receive and retain the scholarship funds. Researchers sought to understand perceptions on mentoring, financial support, and professional development from the teacher candidates while investigating the impact of mentoring on retention. The qualitative case study included a pre- and post-survey for scholarship recipients. The scholarship recipients also participated in a focus group interview. Findings included the importance of the scholarship funds to the teacher candidates that went beyond financial implications, and being selected to participate made them "feel special." The relationships formed with the university faculty and the local education mentors became a "network" allowing the teacher candidates to feel confident and valued; they became the educators they will continue to rely on throughout their careers. The professional development provided opportunities for participants to see, in real-time, the concepts that were discussed in abstract during their education courses.

This paper discusses a teacher residency model that has been collaboratively developed with a mid-sized urban school district struggling with high teacher turnover and a mid-sized university working to support our partner district and provide beneficial clinical experiences for our candidates. In this paper, we provide a brief overview of literature related to teacher recruitment and retention and teacher residency programs, describe our model and its success in recruiting diverse teacher candidates, and describe the successes and challenges of program implementation. We conclude with implications for future practice and research. We hope through this paper to share the benefits and challenges of our particular paid residency model as we work to strengthen approaches to recruiting, supporting, and retaining a diverse teaching pool.

The teaching practicum, which is an integral part of any teacher's education, is considered the most crucial and influential stage for student teachers. This study explored the commonalities and differences in teaching practicum programs in three teacher education institutions in Cambodia. Employing a cross-case analysis, the author triangulated the data by examining teaching practicum guidelines, reviewing related documents, and interviewing the practicumin-charge (n = 12). As data display and analysis techniques, the researcher utilized qualitative comparative analysis, in which the relationship among cases was arranged in a "truth table" by variable to synthesize the commonalities and differences. Inductive content analysis was used to thematically analyze the documents. This study found that the organization of the teaching practicum at the three teacher education institutions was less productive in bridging the theory-practice gap because of an unclear follow-up system throughout the implementation process. Moreover, the assessment was inappropriate and unreliable. Additionally, mentoring activities were insufficient and ineffective for helping student teachers. This study has the potential to contribute to the field of teacher education, specifically the teaching practicum, and provide insights for policymakers, because there is little local literature available.

The COVID-19 outbreak posed a compelling challenge for teacher education programs regarding preparing pre-service teachers for online language teaching. In this study, nine Turkish EFL pre-service teachers were involved in a six-week online teaching project, which provided them with theoretical and practical training on online language teaching. They were engaged in lesson planning for one synchronous and two asynchronous lessons and taught these lessons to EFL students. This case study explored pre-service teachers' technological pedagogical content (TPACK) development via reflection reports, an online semi-structured interview, lesson plans, recordings of online lessons and posts on the asynchronous platform. The data analysis was conducted through thematic analysis. The findings demonstrated that participation in the online teaching project facilitated the participants' overall TPACK development. However, some pre-service teachers encountered challenges in effectively integrating technology with content and pedagogy. Specifically, lacking contextual knowledge hindered their ability to design and conduct online lessons successfully. The study underscores the importance of adopting a situated learning-by-doing approach to TPACK development, the value of pedagogical mentoring provided by teacher educators and field experience for pre-service teachers to gain competence across all subcomponents of TPACK.

In recent years, mentoring practices have become increasingly common in different disciplines. One of these disciplines is education. In this connection, mentoring at the macro level contributes to the education system, while mentoring at the micro level reduces school dropout rates, increases academic success, supports students in their career journeys and protects them against any problems and unhealthy habits. In this context, the objective of this study is to provide an in-depth examination of teachers' student mentoring experiences in the school context. To this end, phenomenological design, one of the qualitative research methods, was used in this study and the study was carried out with face-to-face interviews. The maximum variation sampling method, one of the purposeful sampling methods, was used to select the participants. A total of 15 teachers selected from different branches formed the study group of the study. The data obtained from the study were transcribed and the thematic analysis method was used to determine the emerging themes and, in this way, a total of five themes were determined: identification, the role of the mentor, the types of mentoring used by the mentor, the mentoring strategies used by the mentor and the problems encountered during the student mentoring process.

International students often face challenges while pursuing higher education in a foreign country. These challenges can negatively impact their sense of belonging and community, resulting in social disconnection. Examining the role of culturally competent peer mentoring programs for international students can foster a sense of belonging among international students. Peer mentorship may provide international students with a supportive environment and community, helping them navigate university life. In contrast, student development theory can inform the design of programs and services that support international students in their transition to American higher education. These strategies can create a more inclusive and welcoming environment for international students, promoting their belonging, community, and success.

The present study aimed to analyze the views of pre-service teachers, expressed through metaphors, about the adequacy of mentors and teaching practice schools and their recommendations for effective mentoring. A phenomenological design was adopted, and participants included 105 mentees. The current mentors and teaching practice schools had attributes that were not adequate for active mentoring. The mentor should be selected based on criteria such as professional competence, ability to perform mentoring roles, and positive interpersonal relationships. The teaching practice schools should be selected based on human relations, educational activities, the quality of education and instruction, and the physical conditions of the school.

This practice report provides an overview of a podcast series designed to support first-year student transition to university and promote wellbeing and belonging. The podcast was established in 2017 in a compulsory first year law subject (Legal Institutions and Methods) at La Trobe University, Australia. The podcasts record interviews with students who have recently completed the subject and are designed to (a) give interviewees an opportunity to reflect on their experiences and (b) provide advice to future commencing law students (i.e., their peers). The podcast is a form of peer-to-peer mentoring that requires a relatively small investment of resources and provides on-demand support to students as they commence their law studies. The concept is readily adaptable to other disciplines.

The purpose of this study was to examine the relationship between mentoring and Early Career Teacher retention, within an urban school district in Maryland. The research examined mentoring and teacher retention in an urban school district. There were 11 participants in the study. Seven of the participants remained in the district after their three-year mentorship support. The other four participants left the district at the end of the three years. The study was phenomenological, as it examined the lived experiences of the Early Career Teachers. The study's methodology utilized purposeful sampling and data collection using semi-structured interviews. Some of the major themes identified were mentoring is important for new teachers, mentors should operate in full time positions, mentors should possess certain traits, and the summer orientation session is beneficial.

The study explores the relationship between academic mentorship and the productivity of academics in universities. Two questions and a hypothesis were raised to guide the study. The research design employed ex-post-facto methodology with a population of 3,492 academic staff. The stratified random sampling technique was used to determine the sample size of 676 academics. The questionnaire served as the main instrument for data collection. The reliability coefficient of the instrument was 0.97 and the data collected were analyzed using SPSS. The analysis results indicated that the level of academic mentorship leadership practice exhibited in public universities in Delta and Edo States was low, and the academics showed a low level of productivity in research. Overall, the results showed a significant relationship between academic mentorship leadership practice and productivity in public universities in Delta and Edo States, Nigeria. Based on these findings, it is recommended that academic mentoring be emphasized, particularly in the area of research productivity, to enhance the overall research output of academics.

International doctoral students are an indispensable part of the increasingly globalized Higher Education Institutions and play a vital role in continually refreshing the host country's research base and fostering cross-national research collaborations. Despite their contributions, most international student employability experiences have been centered on undergraduate and master's students, and fewer studies have been undertaken to explore the employability experiences of those who study for a doctoral degree. The research team conducted two focus groups with Chinese international doctoral students studying social sciences at two British universities. The focus groups examined the students' perceptions of their employability development within the PhD programs and identified areas for enhancing international doctoral student employability. Results highlight an urgent need for UK universities to develop effective channels to support Chinese doctoral student employability, focusing on supervisors as career mentors, developing graduate skills through fieldwork and teaching opportunities, and co-publications.

The benefits of service-learning have been well documented in the literature in terms of student outcomes (i.e., increasing retention rates). The purpose of this article was to gather the experiences of faculty who participated in the Service-Learning Faculty Scholars program, a faculty development program designed to infuse service-learning into their courses and across campus at a midsized university in the Midwest. Faculty participated in a faculty cohort model. Listening sessions were held to gather faculty input, and a total of seven faculty participated. Participants were asked a series of open-ended questions. After a thematic analysis of the data, several themes emerged: service-learning competency/development, challenges, cohort effect, scholar experience, program-level support/resources and training, student experiences, community partner relationships, and faculty reflections on course design. Limitations and future research are discussed.

Background/purpose: There exists a desire to provide schoolteachers with mentors. In English schools, school-based mentors are mandatory for schools participating in Initial Teacher Education and the Early Career Framework. The purpose of this study is to highlight the need for a professional mentoring capacity within schools without burdening existing teachers' already stretched workload. To that end, a case study of secondary school mathematics teachers acting as early career teacher mentors were interviewed in order to ascertain whether they were officially recognized as school-based mentors. The participants were asked whether they held a title as a mentor, and their responses analyzed and interpreted according to Miles et al.'s (2020) "think display" visualization. Materials/methods: The literature has previously used the "Cinderella" metaphor to describe the role of school-based mentors. This study pursues this analogy to interpret school-based mentors' qualitative responses to juxtapose the metaphor in relation to schoolteacher recruitment and retention coupled to an extrinsic motivating factor to provide school-based teacher mentoring. Seven school-based mentors were interviewed separately within their own practice schools. Audio recordings and transcriptions of the interviews were shared with each respective participant for their approval and to check for accuracy, and each were also given the opportunity to withdraw from the study at every sequence, following the ethics agreement laid out by the researcher's university. The collected data were analyzed according to Miles et al.'s (2020) "think display" technique and a constructivist interpretation following research by Knapp (2019) to integrate theories of mentoring exposed by Kemmis et al. (2014). Results: The study founds that most teachers acting as mentors were extrinsically charged to fulfill the role since their employing school participated in initial and early career teacher provision. None of the participating teachers held a specific title of mentor as reward for their endeavor. This case study consisted of seven participants from seven different schools, and although small, the participant group was homogenous and therefore representative so as to interpret the phenomenon. The findings were then used to make predictions that could affect the success of mentoring programs for teachers. Conclusion: The study intended to add further evidence of the ethnomethodological actions of teacher mentoring in order to create an understanding of the profession in daily life. School teacher mentoring is seen as an effective way to support teachers, but if mentors are not recognized or rewarded the provision is at risk of becoming a cottage industry and unlikely to become common practice without being made mandatory. Governments may have act with good intent, but often their solutions are a one-size-fits-all approach and lack sufficient financial incentive. Teacher recruitment and retention is crucial to a government's education policy and therefore critical that strategies imposed upon teachers do not negatively impact upon their well-being or existing workload. This original case study aims to add to the empirical evidence existing in the field of teacher mentoring.

In this study, we looked at the competencies and practices of clinical supervisors' role in teacher education programs in Israel. The study encompassed two phases. The first was holistic and included multiple data sources. The second took place in real-life in schools. We opted for a smallscale qualitative embedded multiple-case study design. The findings reveal three patterns of clinical supervision. The first, the most prevalent, focused on the responsibility of the clinical supervisors exclusively for the pre-service teachers. The second was collaborative supervision of clinical supervisors and mentor-teachers. The third pattern, which was rarely found, was characterized as hybrid-supervision. We argue that the challenges of changing the relationships among all stakeholders and leading collaborative learning require a new definition of clinical supervisors as academia-school partnership leaders and a different paradigm of teaching and learning.

Prior research has identified five in-school factors that impact teacher retention: positive school culture, supportive administration, strong professional development, mentoring programs, and classroom autonomy. While much of the national attention is focused on state or district-level policies to address the teacher retention crisis, this study focuses on how school leaders can improve teacher retention by addressing the five factors. Semi-structured interviews with school leaders were used to provide examples of how principles can improve school culture and increase teacher retention.

Ethnic and racial minority (ERM) people are projected to comprise the US majority by 2050. In tandem, there is an anticipated rise of ERM students in higher education. Research examining academic socialization to dominant culture expectations and culturally-informed mentoring is limited. Existing work is theoretical, qualitative, or does not empirically compare the experience of ERM and White students. In this study we compared the experiences of ERM and White graduate students (N=349) via data collected from 2020 to 2023. We found no significant difference between ERM and White students' reported pressure to conform to dominant culture. However, ERM students reported higher pressure to leave their cultural background behind and higher academic consequences for refusing to alter/change aspects of their cultural identity. Furthermore, ERM students reported higher difficulty in securing culturally-informed mentoring than their White peers. Institutions of higher education may support their ERM students by increasing access to culturally-informed mentoring.

Pre-service teachers desire an innovative and inclusive future for education yet feel underprepared to realistically transform their future classrooms. In this study, teacher candidates were mentored in inclusive research that captured the perspectives of young adults with significant disabilities during their post-school transitions. Following these experiences, those preparing to become teachers in the US reflected on their research participation. Described in this paper are their influences, ideas, and possible implementation strategies, in particular, during the highly unstable times of the pandemic and associated lockdowns. Two key themes of resilience and complexity were considered pivotal to converting research experiences into future inclusive classroom practices. Additional teacher education strategies support future educators with an open and exploratory approach that conveys deep respect for the educational field.

The phenomenon of English as a medium of instruction (EMI) has spread across the globe with the promise of equipping students with high English proficiency levels. While a plethora of research has been done to explore students' and teachers' readiness for EMI, very few have dealt with the reverse phenomenon, EMI graduates transferring from English to first-language (L1) medium instruction. Therefore, conducted as a case study of six EMI graduates, this research project seeks to understand how the participant adapted to L1 instruction at higher education. The data was collected using semi-structured interviews and analyzed using thematic analysis. The findings reveal seven themes in the participants' experiences namely, developing critical thinking skills, reading skills and the love of literature, language flexibility, challenges in transitioning to L1 instructions, essay writing challenges, challenges in socializing, and mentoring and tutoring as a learning strategy. The study concludes that the participants had a positive experience transitioning from EMI to L1 instruction. They also value English as their linguistic capital and employ various strategies to make the transitioning process go smoothly. This study helps EMI teachers, parents, and policymaker to mitigate the transition process for students who are moving from one language of instruction to another. Such mitigation is necessary to reduce anxiety and improve student's readiness to study in the new linguistic environment.

The purpose of this research was to understand faculty mentors' perspectives on the impact of CPED-aligned methodology courses on doctoral students' development as scholarly practitioners. This study was a pilot study and exploratory in nature. Methods included distribution of a survey which included Likert items, as well as open-ended questions. The study presents descriptive statistics and thematic analysis of the survey results. Additionally, exemplar DiPs were analyzed to demonstrate alignment with CPED principles. Findings indicated that faculty mentors perceive that the CPED-aligned methods coursework is having a positive impact on students' learning and development as scholar practitioners. However, areas for growth and continuous improvement were identified. Implications of the research indicate a need for ongoing program assessment and evaluation of the impact of methodological coursework as the institution moves forward in program redesign and improvement. This study also serves as a model for incorporating faculty mentor perspectives in course and program assessment.

On average, the college graduation rates for minority and/or high-need students are generally low. To address this situation, a Mid-Atlantic Consortium recently secured a grant to improve 4-year graduation rates of high=need students (i.e., new first-time students and transfer students who qualify as low-income students, first-generation college students, adult students, and/or students of color) by 20% over each selected college's baseline. The purpose of this qualitative case study was to explore the experiences of students and faculty mentors toward accomplishing this goal. Data were transcribed, coded, and analyzed thematically. Some of the effects identified in this study included enhanced academic and career planning, strengthening relationships between mentors-mentees through enhanced communication and trust building, enhanced research skills, development of mentorship skills, development of intellectual curiosity, and improved academic outcomes. We discuss implications for practice, policy, and further research.

Out-of-school time (OST) programs serving predominantly racialized minority communities can help reduce racial disparities in STEM as they provide a culturally affirming learning environment that includes supportive staff of similar ethnic identities as the youth. However, staff at OST programs located in underserved communities that serve racially minoritized youth, often have limited academic credentials and have constrained opportunities for social mobility. These staff's contributions to informal science learning have largely been neglected by research. A staff mentoring program was piloted to provide professional development in STEM education for racially minoritized staff also referred to as youth development professionals or specialists, at an OST learning organization located in the Midwestern US, that serves predominantly African American low-income communities. The pilot paired three racially minoritized part-time staff (mentees) with three full-time staff including educators and program leaders (mentors) for year-long mentoring relationships. Qualitative data collection tools were used to examine the impact of the pilot program on participants. Results indicate numerous gains for participants including personal and professional skills. These findings contribute to the broader literature on mentoring and suggest that the mentorship program represents a model for access to STEM educational and professional development for OST staff in racially minoritized underserved communities.

Shortage of highly-skilled STEM workers, lack of critical technical skills, and persistence of underrepresentation are key problems for our nation's future. The Arkansas Summer Research Institute (ASRI) incorporates novel approaches to broaden participation in STEM, research, and data analytics, especially among URM students (over 50% of ASRI participants). The ASRI has evolved from in-person to a virtual model that includes innovations in organization, engagement technologies, personalization, gamification, mentoring, and networking. Students conduct independent research projects and present their findings. Student confidence in coding, research, statistics, and visualization skills improved significantly (p<0.001) during this two-week summer program. Furthermore, the use of continuous communication, ongoing help, extremely low student-to-mentor ratios, and one-on-one coaching led to excellent overall satisfaction scores on a 5-point scale, which were surprisingly higher in a virtual environment (N = 148, M = 4.73, SD = 0.53) than an in-person one (N = 133, M = 4.11, SD = 0.87, p < 0.001). The ASRI has trained over 300 students and involved over 130 STEM professors and professionals from across Arkansas in the pursuit of equitable and productive training and can serve as a model for other groups seeking to develop similar programs in the future.

To comprehend the perspectives of school and university mentors in evaluating practicum experiences based on educational reform, this study aimed to investigate the feedback, within the framework of pedagogical content knowledge, provided by two cooperating teachers and a university supervisor to preservice teachers. Observation and document were used for data collection. Data collected within the context of the Teaching Practice course were analyzed deductively, considering the components of pedagogical content knowledge. Findings showed that although feedback given by mentors was positive or corrective, specific changes suggested by mentors about the preservice teachers' teaching practices were rather corrective. Although mentors' feedback seems to be concentrated in the fields of 'instructional strategies and representation' and 'pedagogy,' the majority of feedback provided in other PCK components points out those mentors focused on student learning within the knowledge of 'student understanding'. Feedback indicated that mentors especially attached importance to students' understanding of the subject and active participation in the learning, which are the goals of a science teaching program. The other aims of teaching based on inquiry and students' self-responsibilities in learning seemed to be in the background. Although mentors' feedback pointed out some differences in the categories of curriculum and assessment, they were consistent in general.

Bringing Research into the Classroom (BRIC) engaged rural K-12 science teachers in sustained, mentored science research. BRIC's goal was to equip teachers with the knowledge, skills, and dispositions to provide high-quality biomedical research opportunities for K-12 students and teachers. Programmatic elements included authentic, place-based, microbiology outreach in K-12 classrooms, summer teacher research academies focused on content knowledge and research, and a capstone symposium. Over 9,000 Montana students collected and tested environmental samples to isolate new-to-science bacteriophages (viruses that infect bacteria). University scientists, faculty, and students mentored K-12 teachers and students during classroom outreach visits and teacher research academies. BRIC aimed to increase teacher and student bacteriophage content knowledge and research skills through meaningful, mentored research projects. BRIC researchers hypothesized greater program impacts from intensive teacher professional development combined with classroom outreach, compared to classroom outreach visits alone. Program evaluation compared two cohorts of teachers, which each received all programmatic elements through a four-year, staggered rollout. Teachers and students were assessed for gains in knowledge, skills, and science attitudes. A subset of our evaluation instruments and outcomes, program dissemination, lessons learned, and recommendations for replicating the BRIC model are discussed.

The research aims to: 1) Investigate the results of supervision of teaching and learning managements by educational institution administrators under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2. This is a survey research. The samples in the study include: 1) 97 educational institution administrators under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2, 2) 97 teachers under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2. These participants were selected using simple random method, totaling 194 people. The tools used in this research are: 1) a Document analysis form, and 2) a Questionnaire concerning the supervision of teaching and learning managements of schools under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2. Data was analyzed qualitatively using content analysis and presented in a descriptive analysis format. The results of the study found that: The supervision of teaching and learning managements by educational institution administrators under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2 is generally at the highest level. When considering specific issues, it was found that: in terms of blended learning, the administrators have supported the learning process through online electronic media; in terms of collaborative lesson development, the administrators have identified lesson development issues from classroom problems; and in terms of teaching tasks and mentoring system, the administrators have fostered relationships with teachers in managing teaching and learning teaching and learning managements.

This article explores the results of a project aimed at supporting community college students in their academic pursuit of an Associate of Applied Science (AAS) degree in Cybersecurity through mentorship, collaboration, skill preparation, and other activities and touch points to increase students' sense of belonging and connectedness in the cybersecurity profession. The goal of the project was focused on developing diverse, educated, and skilled cybersecurity personnel for employment within local industry and government to help curtail the current regional cybersecurity workforce gap that is emblematic of the lack of qualified cybersecurity personnel that presently exists nationwide. Emphasis throughout the project was placed on community building so that students felt a part of the cybersecurity community. A project community survey was distributed to students as both a pre-test when they began the project in Year 1 at the start of their cybersecurity coursework, and again as a post-test at the conclusion of Year 2 when they finished their cybersecurity program. Two project cohorts were employed, and the survey questionnaire measured students' sense of connectedness and level of learning within the project environment. The results showed a marked increase in both constructs from the pre- to post-survey indicating that students felt a greater sense of community as they moved through the project and experienced increased learning through their cybersecurity program. The study concluded that increased feelings of connectedness to the project activities through authentic shared learning experiences promoted belonging and provided social and academic supports to help project students be successful in their cybersecurity academic program and going forward in the in-demand cybersecurity vocation throughout their professional careers.

This study aims to study the Current Conditions, Desirable Conditions, and Necessary Needs of Educational Management according to standards for Excellence of Sub -- District Non -- Formal and Informal Education Centre. And to study educational management guidelines according to the Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. There were two steps: Step 1: Study the Current Conditions, Desirable Conditions, and Needs of educational management standards of Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. The sample consisted of 40 school administrators and 328 of the heads of Sub -- District Non -- Formal and Informal Education Centre, a total of 368 attended in the academic year 2022 using Multi-stage Random Sampling. Step 2: Study the standard educational management guidelines. The informants are qualified by studying best practices from five Models of Sub -- District Non -- Formal and Informal Education Centres, two persons, totaling ten people, by specific sampling. The research instruments: 1) The Current Conditions and Desirable Conditions Questionnaire following educational management according to standards for Excellence of Sub--District Non--Formal and Informal Education Centre, a 5-level rating scale. 2) Semi-structured interview 3) The Educational Management Approach Assessment Form is a 5-level estimation scale with statistics used to analyze the data, including mean, standard deviation, priority sorting of PNI[subscript modified] data, and content analysis. The results showed that 1) the current condition as a whole and in terms of study is at a high level; Overall desirable conditions are at the highest level. One aspect is at the highest level: six are at the highest level. Considering the necessary needs, it found that the needs of educational management according to the standards. There is a need to develop all seven areas as follows Organizational Leadership, Strategic Planning, Learner and Stakeholder Focus, Knowledge Analysis and Management Measurement, Processing Management, and Personnel Focus. 2) the suggestions were seven aspects and 135 approaches as follows Workshops, Learning from other people, Brainstorming, Operating Integration, Mentoring, and Learning from successful organizations.

The beginning years of a teacher's career can be an overwhelming experience, and combined with being in an isolated, fly-in community, particularly during a pandemic, can be debilitating. This qualitative research is aimed to support and account for the story of a Black Afro-Caribbean, early career teacher (ECT) in a Northern Ontario First Nation (FN) community over a three-year teaching placement. The goals were to use her stories for reflection, inspiration, and guidance to support other ECTs, and to provide recommendations to teacher-education programs to lessen attrition and increase retention among ECTs in FN school placements. An autoethnographic method was used to identify key themes in her narratives to better understand her experiences of surviving and thriving. Although this ECT was significantly tested about her decision to become a teacher, support, empathy, resiliency, and governing one's practice with clearly defined moral and ethical principles rooted in the belief that every child can learn helped her survive and thrive. The conclusion was that ECTs in FN school placements need, among other things, a willingness to be vulnerable and resilient.

This article highlights how mentors in spoken word poetry workshops drew on culturally sustaining pedagogy, modeled their own creativity and vulnerability through their poetry, and amplified the voices of youth poets by encouraging them to explore their identities and grapple with inequities in their own lives. Situated in western Sydney, one of the most culturally and linguistically diverse communities within Australia, the article focuses on the Real Talk program, a 6-week school-based spoken word poetry workshop organized by the Bankstown Poetry Slam, the largest slam in the southern hemisphere. It examines the critical role that mentor poets play in supporting young people's storytelling through spoken word poetry.

Feedback within the context of post-observation conferences (POCs) is critical for English language teachers' professional development. To date, however, surprisingly there has not yet been any study on language choices for feedback communication in POCs, considering around 80% of English language teachers worldwide are nonnative-English speakers (NNESs) (Moussu, 2018). This study adopts the research paradigm of social constructivism, with a qualitative design to explore language choices (Chinese as L1 and English as L2) by one Chinese mentor and four Chinese mentees in POCs, in a near-peer mentoring project in a UK-based MA TESOL program. Data collected include two POCs, a mentor interview, and four mentee questionnaire answers. The data were analysed in depth by data reduction and inductive content analysis. It was found that both emotional and practical reasons resulted in the language decisions by the mentor and the mentees in the POCs. Albeit with small sample size, this study shows the intricacy of language use by NNESs in POCs in preservice teacher education programs and provides insights into how both mentor and mentees can be empowered as active agents capable of making judicious use of L1 and L2 for effective feedback communication in POCs.

Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self-study of teacher education practices (S-STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

The study focused on the improvement of supervisory skills among mentor teachers in K-12 who work with student teachers in an English language teaching program of an English-medium state university in Istanbul, Turkey. The researchers explored how the mentor teachers' supervisory skills, namely observation and giving feedback, were improved after participating in an online mentor training program. The training program was designed based on Morrison et al.'s (2013) instructional design model and implemented for seven mentors during the practicum period. The program included mentoring tasks that asked mentor teachers to organize reciprocal observation sessions with the student teachers, followed by mutual feedback discussions. The researchers investigated the influence of the tasks through thematic analysis of the mentor teachers' reflection reports. The data showed that the tasks improved mentor teachers' understanding and practice of the supervision process and increased their awareness of their own teaching practices by promoting personal and professional growth. The results suggest that an online mentor training program may have the potential to empower mentor teachers both for their supervisory roles and ongoing professional development.

This qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts. Emerging findings drawn from survey, focus-group, and participant observation data include (a) the development of a strong leadership network of professional relationships that included peers and district mentors, (b) a sense of individual leadership growth and targeted professional development preparing participants for their next leadership role, and (c) an emerging statewide rural school leadership development network.